The Role of Context in Focus on Grammar
In this chapter, we discuss the role of context in communicative focus on grammar. An important factor to consider in using FonF methods to teach grammar communicatively is the context of the instructional situation. For example, is it a second language or a foreign language context? In other words,...
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| Veröffentlicht in: | Teaching Grammar in Second Language Classrooms S. 131 - 144 |
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| Hauptverfasser: | , |
| Format: | Buchkapitel |
| Sprache: | Englisch |
| Veröffentlicht: |
Routledge
2011
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| Schlagworte: | |
| ISBN: | 9780415802055, 0415802040, 0415802059, 9780415802048 |
| Online-Zugang: | Volltext |
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| Abstract | In this chapter, we discuss the role of context in communicative focus on
grammar. An important factor to consider in using FonF methods to teach
grammar communicatively is the context of the instructional situation. For
example, is it a second language or a foreign language context? In other
words, is the target language a second language, spoken in the country where
the learner resides, or is it a foreign language, studied in the learner’s home
country? There are a number of other contextual factors that have important
implications for teaching grammar. Is the teacher a native speaker (NS) of the
target language or a non-native speaker (NNS)? What about the age of
the learner? Is the learner a child, able to learn language quickly and easily
perhaps due to a language acquisition device (Chomsky, 1965), or is the
learner post-puberty, or an adult, needing to learn through a more cognitive
approach? How does the teaching of EFL fit in to the growing body of literature on World Englishes (Burns & Coffin, 2003; Jenkins, 2003)? Regarding
the instructional situation, is the L2 learner studying in an immersion program with carefully selected content instruction in the L2 and considerable
support for both L1 and L2 learning? Or is the learner mostly in the regular
L2 program for NSs, with need for L2 instruction met through “pull-out”
extra language classes? Or is the learner studying in a simplified contentbased system taught in easy and simplified L2 with the goal of
rapidly mainstreaming the learner into regular NS classes? Or is
the L2 learner simply submerged in regular L2 classes with no L2 support
at all? |
|---|---|
| AbstractList | In this chapter, we discuss the role of context in communicative focus on
grammar. An important factor to consider in using FonF methods to teach
grammar communicatively is the context of the instructional situation. For
example, is it a second language or a foreign language context? In other
words, is the target language a second language, spoken in the country where
the learner resides, or is it a foreign language, studied in the learner’s home
country? There are a number of other contextual factors that have important
implications for teaching grammar. Is the teacher a native speaker (NS) of the
target language or a non-native speaker (NNS)? What about the age of
the learner? Is the learner a child, able to learn language quickly and easily
perhaps due to a language acquisition device (Chomsky, 1965), or is the
learner post-puberty, or an adult, needing to learn through a more cognitive
approach? How does the teaching of EFL fit in to the growing body of literature on World Englishes (Burns & Coffin, 2003; Jenkins, 2003)? Regarding
the instructional situation, is the L2 learner studying in an immersion program with carefully selected content instruction in the L2 and considerable
support for both L1 and L2 learning? Or is the learner mostly in the regular
L2 program for NSs, with need for L2 instruction met through “pull-out”
extra language classes? Or is the learner studying in a simplified contentbased system taught in easy and simplified L2 with the goal of
rapidly mainstreaming the learner into regular NS classes? Or is
the L2 learner simply submerged in regular L2 classes with no L2 support
at all? |
| Author | Nassaji, Hossein Fotos, Sandra S. |
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| Keywords | EFL Situation Target Forms Regular L2 EFL Context Target Language Learning ESL Learner NS Teacher L2 Learner Target Language Instruction Form Focused Instruction Foreign Language Context Advanced Level Learners Immersion Programs Target Language Teaching Grammar ESL Situation EFL Learner English Grammar Foreign Language Situation ESL Context World Englishes NNS Teacher Target Structures EFL Classroom |
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| PublicationSubtitle | Integrating Form-Focused Instruction in Communicative Context |
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grammar. An important factor to consider in using FonF methods to teach
grammar... |
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| Title | The Role of Context in Focus on Grammar |
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